SLP Midterm: Dynamic vs. Static Assessment
Modifiability: difference vs. disorder
-Learned with minimal support-> indicative of a language difference -Skills aren't transferring and mod-max support needed-> indicative of a language disorder
When might dynamic assessment be useful?
-To distinguish between a language difference and a language disorder, especially for children from culturally and linguistically diverse backgrounds -To inform intervention decisions by examining the child's response to a mediated learning experience ("trial therapy")
Dynamic Assessment (vs. static)
-active participants -examiner participates -describe modifiability -fluid, responsive *deviate from the standardized procedures*
Dynamic Assessment defined
-highly interactive & process-oriented -"a method of conduction a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential." -"The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment."
What is modifiability?
-how we describe the child's response to a MLE, based on the observations during teaching -looking at the child's responsivity, transfer skills, and examiner effort
Strategies of Mediated Learning Experience
-intentionality -meaning -transcendence -application -competence
Static Assessment (vs. dynamic)
-passive participants -examiner observes -identify deficits -standardized *follow the standardized procedures*
Basic Framework of Dynamic Assessment
1) Pretest -assess child's current performance 2) Teach -using a mediated learning experience (MLE) -help the child develop strategies -observe the child's modifiability 3) Post Test -compare performance to pretest -assess transfer of strategies
MLE Strategy: Competence
Check for understanding of the skill and it's importance -EX: why is important to learn new names for things and use the new names?
MLE Strategy: Application
Clarify expectations, give instructions, provide a model, and allow opportunities to practice -EX: let's practice naming some objects together. I will ask you to name the object. If you don't know it, that's okay and I will tell you. Try to remember the names.
MLE Strategy: Transcendence
Describe relevance of the skill to real life -EX: if you ask your teacher for "that thing" would she know what you wanted? If you use the object's name- "pencil" would she know?
Describing Modifiability: Transfer
Do they remember the goal or do you have to remind them? -How well does the child apply the target skills from one item to the next? -From one task to the next? -Does the child apply learned strategies soon after learning them?
MLE Strategy: Meaning
Explain why it's relevant -EX: all things, actions, and people have a special name that we call them
What is the ultimate goal of a mediated learning experience (MLE)?
For the children to become learners who are self-directed and independent
Describing Modifiability: Examiner Effort
How tired are you after the intervention? -How much support does the child need? -What is the nature of the support required?
Describing Modifiability: Child Responsivity
Qualitative description of the child's response to intervention -How well does the child respond to the MLE? (are they attentive? Do they remain focused or lose focus?) -Does the child demonstrate efficient learning strategies?
MLE Strategy: Intentionality
State the purpose of the teaching -EX: today we are going to practice naming things
What is the key to a mediated learning experience (MLE)?
The examiner deliberately teaches, watches how the child responds to instruction, and adjusts teaching accordingly